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Record Nr. |
UNINA9910828852503321 |
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Titolo |
After the bell : family background, public policy, and educational success / / [edited by] Dalton Coley [i.e. Conley] and Karen Albright |
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Pubbl/distr/stampa |
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London ; ; New York : , : Routledge, , 2004 |
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ISBN |
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1-58729-603-9 |
1-134-39308-3 |
0-429-22927-5 |
0-203-35399-4 |
1-280-40282-2 |
9786610402823 |
0-203-18043-7 |
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Edizione |
[2nd ed.] |
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Descrizione fisica |
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1 online resource (348 p.) |
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Collana |
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Routledge advances in sociology ; ; 12 |
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Altri autori (Persone) |
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ConleyDalton <1969-> |
AlbrightKaren <1973-> |
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Disciplina |
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Soggetti |
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Home and school |
Community and school |
Educational sociology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Book Cover; Title; Contents; List of contributors; Introduction: American educational policy in historical perspective; The case for family background; How do parents matter? Income, interactions, and intervention during early childhood; Family background, education determination, and policy implications: some selected aspects from various countries; Young children's achievement in school and socio-economic background; Exploring family effects; Macro causes, micro effects: linking public policy, family structure, and educational outcomes |
Fathers: an overlooked resource for children's educational successIntergenerational assets and the black/white test score gap; Family backgrounds, schooling, and the labor market; Teenage employment and high school completion; School community relationships and the early labor market outcomes of sub- |
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baccalaureate students; Bibliography; Index |
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Sommario/riassunto |
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Since the publication of the Coleman report in the US many decades ago, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools.With contributions from such figures as Jeanne Brooks-Gunn, Doris Entwistle and Richard Arum this book is an important contribution to a debate that has implications across the board in social sciences and policy-making. It will be required reading for students and academics within sociology, eco |
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